Teachers have been asking, “Does the ERWC prepare students for the CAASPP (California Assessment of Student Performance and Progress)?” The CAASPP includes the Smarter Balanced English Language Arts assessments, part of which is the “Argumentative Performance Task Full Write.” The sample “Performance Task” on the Smarter Balanced website concerns “Financial Literacy.”
In the sample task, the students are told that their school is considering offering a financial literacy course. The students read four journalistic sources: an article from the New York Times about the need for financial literacy, recommending a particular kind of course; an article from the Chicago Tribune about problems with financial education, citing research showing that such courses are not effective and in fact may be a “racket”; a second article from the New York Times about the drawbacks of financial literacy courses, recommending “just in time” education, simple rules of thumb, and making the financial system more user-friendly; and an article from the Baltimore Sun about the issues involved in implementing a mandated financial literacy course at a particular school.
The first article claims that “Research shows that this type of financial education tends to resonate with the students later,” but cites only one study. The second article reports on another study of a financial literacy course, which concludes “We find no effect.” The third article reports on a meta-analysis of 168 studies and concludes, “financial education is laudable, but not particularly helpful.” The fourth article cites no research, but costs out a required financial literacy course at a single school at $600,000 a year. Financial literacy courses don’t actually seem like a good idea, given these sources.
In Part 1 of the task, the students are asked to do two things: 1) Determine which source “would most likely be relevant to students researching new approaches to increasing people’s financial literacy,” supporting their choice with two details from the article, and 2) “Paraphrase information from Source #1 that refutes information from Source #2 without plagiarizing.” (I would have put a comma after Source #2, to clarify that they mean that the student is the potential plagiarizer, not Source #2. By “without plagiarizing” I suppose they are emphasizing the imperative to “paraphrase,” not to quote, though proper quotations with citation would not be plagiarizing.)
In Part 2, they are given the following prompt:
Today, in preparation for the school board meeting, you will write a multi-paragraph essay in which you take a stance on the topic of financial literacy courses. Make sure you establish an argumentative claim, address potential counter arguments, and support your claim from the sources you have read. Develop your ideas clearly and use your own words, except when quoting directly from the sources. Be sure to reference the sources by title or number when using details of facts directly from the sources.
Then the students are instructed to plan, write, revise, and edit their “multi-paragraph argumentative essay.”
One could look at the questions in Part 1 as a kind of scaffolding for the writing task in Part 2. In fact, this performance task is rather like an ERWC module at the end of the process of gradual release of responsibility. It has multiple texts that take different positions from different perspectives, and it asks students to synthesize the material, take a position, and support it with evidence from the sources. This is basic ERWC practice. The questions in Part 1, sitting in between the readings and the writing task, face both ways. They cause the student to re-read the texts in relation to one another and also to think about how they might use them in writing.
The scoring guide is also consistent with ERWC. The sample papers that are now available for most ERWC modules, at least the ones from 7th to 10th grade, were scored using the Smarter Balanced scoring guide (12th grade samples were scored with the EPT rubric because those students may be taking the EPT.) The Smarter Balanced scoring guide is really three scoring guides in one, and is an unwieldy beast. Here I have reduced it to its basic categories:
Organization/Purpose (4 points)
- A clear claim, focused for the purpose and audience
- Varied transitional strategies to clarify relationships
- Effective introduction and conclusion
- Logical progression of ideas; connection of ideas; syntactic variety
- Acknowledgement of opposing arguments
Evidence/Elaboration (4 points)
- Relevant evidence from sources is specific and well-integrated
- Clear citations and attribution
- Effective elaboration (may include relevant personal experience)
- Vocabulary appropriate to audience and purpose
- Effective style
Conventions (2 points)
- Sentence formation, punctuation, grammar and spelling
The original scoring guide is available on the Smarter Balanced site. The 11th grade version is on page 96. I have also created a rudimentary Word version.
One important thing I noticed when I was reviewing the sample papers was that they ding students for formulaic organization. One student wrote a typical five-paragraph essay with a claim-and-three-reasons thesis: “Cities and government should not be paying money to have public art pieces put up around towns because it could raise taxes, the art could get ruined and some people could find the art offensive.” The scorer’s response is:
- Introduction is present. Conclusion simply repeats much of the introduction.
- Progression of ideas is formulaic
They give the student only “2” out of “4” points for “Organization and Purpose.” So the five-paragraph essay is not going to fare well on the CAASPP. Either the Roman speech or the sort of modified version of it I created for the “Essay Process” post would work better. Both implement rhetorical principles that are embedded in this scoring guide and address opposing viewpoints.
In a future post I will analyze this scoring guide in more detail. We have also received questions about what they mean by “elaboration,” so I will discuss that.